.jpg)
Oregon has emerged as a pioneer among U.S. states in developing policy guidance for the use of artificial intelligence (AI) in educational settings. According to a recent report, Oregon, alongside California, is at the forefront of offering official guidance on AI platforms like ChatGPT for the current school year.
The urgency for such guidelines stems from educators' growing need to understand the best practices for AI utilization and to curb potential misuse in schools. Despite the rapid evolution of AI technologies, many governments have been hesitant to make formal declarations.
This development was highlighted in a study conducted by the Center on Reinventing Public Education (CRPE), an impartial research center at Arizona State University. CRPE's inquiry into the stance of all 50 states and the District of Columbia revealed that while only California and Oregon have released official guidance, 11 other states are in the process of creating their policies. However, 21 states indicated no immediate plans to provide guidance, and 17 states did not respond.
In a detailed report published in August, the Oregon Department of Education addressed both the challenges and opportunities presented by generative AI in classrooms. The report covered the potential applications of AI in various school functions, including scheduling, lesson planning, and instructional support, as well as strategies for identifying plagiarism and copyright issues.
The current guidance from Oregon educators emphasizes that while generative AI can enhance educational experiences, it is not a standalone solution for educational transformation. The effective use of AI, they suggest, should be integrated within a comprehensive educational technology ecosystem that prioritizes relationships, mental health, pedagogy, practice, and high-quality instructional materials.
Ultimately, the pace at which AI is advancing surpasses the speed at which school districts can develop training and guidelines. State-level guidelines are a step forward, but they are unlikely to be the definitive solution in the evolving landscape of AI in education. Noelle Ellerson Ng, from the AASA, the School Superintendents Association, notes that discussions on AI in schools are extensive, ongoing, and constantly changing.
